Medical Education最新文献

{"title":"When I say … a coaching mindset.","authors":"Patti M Thorn","doi":"10.1111/medu.70048","DOIUrl":"https://doi.org/10.1111/medu.70048","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145131195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An exercise for education of patient involvement in biomedical research.","authors":"Casper G Schoemaker, Wendy Wagenaar, Sophie Kemper, Eva Vroonland","doi":"10.1111/medu.70050","DOIUrl":"https://doi.org/10.1111/medu.70050","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145124768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Widening access to medicine: Perspectives from the Global South and the Malaysian context.","authors":"Samson Chin Hesing","doi":"10.1111/medu.70046","DOIUrl":"https://doi.org/10.1111/medu.70046","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145124799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Power distance within online and face-to-face medical education in Sri Lanka and the UK.","authors":"Amaya Ellawala, Alison Ledger, Harith Wickramasekara","doi":"10.1111/medu.70025","DOIUrl":"https://doi.org/10.1111/medu.70025","url":null,"abstract":"<p><strong>Introduction: </strong>The student-teacher relationship can impact learning - power distance is an integral component of this relationship. This study drew on Hofstede's Model of National Culture to compare UK and Sri Lankan students' and teachers' experiences of power in online and face-to-face learning environments.</p><p><strong>Methods: </strong>A qualitative, exploratory approach was employed. Fourteen interviews and two focus groups were undertaken with undergraduate medical students and teachers in the two settings, during which participants drew their perceptions of power in both learning environments (online and face-to-face). These rich pictures were analysed using aesthetic analysis alongside participants' interview responses, to explore patterns and construct themes for reporting.</p><p><strong>Results: </strong>Though differences between cultures and learning environments were expected, teachers and students in both countries shared understandings of power distance in the teacher-student relationship and expected the teacher to hold power in both online and face-to-face environments. Teachers expressed a desire to lessen hierarchical relationships and attempted to minimise power differentials when online or face-to-face. Strategies for reducing power distance included addressing students by name, using informal and respectful communication, establishing common ground and showing their 'humane' side.</p><p><strong>Discussion: </strong>To achieve greater partnership with students, it is recommended that educators recognise students' strengths and leverage possibilities within their chosen learning environment to modulate the degree of power distance, promote participation and optimise learning.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145075492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"October in this issue","authors":"","doi":"10.1111/medu.70033","DOIUrl":"10.1111/medu.70033","url":null,"abstract":"&lt;p&gt;How should medical teachers allocate their limited time when introducing new clinical skills? This randomised controlled study used dual eye-tracking technology to compare extended modelling (where teachers demonstrate and explain) with extended coaching (where students practice with guidance). Students who received more hands-on coaching outperformed those who primarily observed demonstrations, showing 12% better dynamic image interpretation and 7% faster examination completion in emergency sonography. Interestingly, joint visual attention between teacher and student predicted learning success regardless of teaching approach. These findings suggest medical educators should prioritise supervised hands-on practice over extended demonstrations when introducing procedural skills to novices.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Darici, D&lt;/span&gt;, &lt;span&gt;Ohlenburg, H&lt;/span&gt;, &lt;span&gt;Jürgensen, L&lt;/span&gt;, et al. &lt;span&gt;Should medical teachers spend more time modelling or coaching students? A dual eye-tracking and randomised controlled study on peer instruction in sonography&lt;/span&gt;. &lt;i&gt;Med Educ.&lt;/i&gt; &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;10&lt;/span&gt;): &lt;span&gt;1105&lt;/span&gt;–&lt;span&gt;1116&lt;/span&gt;. doi:10.1111/medu.15725&lt;/p&gt;&lt;p&gt;Although uncertainty tolerance (UT) is increasingly included in postgraduate medical training frameworks, little research explores the uncertain experiences of newly qualified doctors as they transition to practice. Through a qualitative interview study with new Australian doctors, Dineen et al. report on the numerous sources of uncertainty this group experiences, how they respond to uncertainty and factors influencing these experiences. Although interns described clinical uncertainty, dominant uncertainties included potentially reducible uncertainties related to novel work environments and role boundaries. Drawing on transformative learning theory, the study highlights how critical reflection and supervisor feedback can support interns' UT development.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Dineen, M&lt;/span&gt;, &lt;span&gt;Lazarus, M&lt;/span&gt;, &lt;span&gt;Stephens, G&lt;/span&gt;. &lt;span&gt;Uncertainty experienced by newly qualified doctors during the transition to internship&lt;/span&gt;. &lt;i&gt;Med Educ.&lt;/i&gt; &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;10&lt;/span&gt;): &lt;span&gt;1079&lt;/span&gt;–&lt;span&gt;1093&lt;/span&gt;. doi:10.1111/medu.15692&lt;/p&gt;&lt;p&gt;What impact does artificial intelligence (AI) have on gender equity? A range of evidence suggests substantial challenges—indeed, AI may be exacerbating inequities. But AI is a form of knowledge production, and health professional programmes therefore have a role to play—by teaching how to navigate AI-mediated knowledge and practice. In this paper, feminist theory is brought together with empirical evidence to lay out a case for how AI is impacting healthcare practices and how educational programmes must go beyond teaching about bias. In doing so, the authors detail how programmes can respond to AI's influence on gender equity by providing clinically relevant experiences wh","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 10","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/medu.70033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145069711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ensuring medical students can care for sexual violence survivors: Our path to curriculum reform.","authors":"Elizabeth Evens, Aysha Haddington-Ahmed","doi":"10.1111/medu.70045","DOIUrl":"https://doi.org/10.1111/medu.70045","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145065161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Endless justification: A scoping review of team-based learning research in medical education.","authors":"Jennifer Anne Cleland, Anita Pienkowska, Simon Collingwood Kitto","doi":"10.1111/medu.70041","DOIUrl":"https://doi.org/10.1111/medu.70041","url":null,"abstract":"<p><strong>Introduction: </strong>As team-based learning (TBL's) popularity and implementation have expanded in medical education, so too have TBL studies and accompanying research syntheses. However, earlier reviews hint that the scope of TBL research is narrow and our own observation is that it seems to lack progression. To examine this, our research question was: What is the state of TBL scholarship in medical education, and how has empirical research on TBL in medical education changed over time?</p><p><strong>Methods: </strong>We conducted a scoping review of published research. On 4 April 2024, we performed a search across multiple databases (Medline, Embase, PubMed, CINAHL, Web of Science, ERIC, and Scopus). We included empirical studies published in English that reported on TBL in medical education. The studies were analysed for study characteristics, research foci and research type (description, justification and clarification).</p><p><strong>Results: </strong>We identified and analysed 288 empirical studies. These primarily used quantitative descriptive methods, most commonly surveys. Research often focussed on comparing TBL to other learning approaches. Most studies examined individual characteristics, learning outcomes and/or student engagement. Descriptive studies were commonplace (33%), but the field was largely dominated by justification studies (52%). In contrast, clarification studies, those examining 'how' and 'why' TBL works, were relatively rare (15%) overall, and remained proportionally fewer over time than descriptive and justification studies.</p><p><strong>Discussion: </strong>While we can safely say that TBL is just as effective as other educational approaches in terms of learning outcomes, key claims about TBL remain largely unexplored. Instead, TBL research seems to be stuck in justification rather than following a scientific line of pedagogical inquiry where one study is the foundation for the next. Critical examination of TBL is long overdue to bring greater understanding of the nature and effects of this pedagogical intervention on teaching and learning processes in different contexts.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145054737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using unprompted standardised patient cases to combat misinformation.","authors":"D Thomas Markle, Jacob Imber","doi":"10.1111/medu.70040","DOIUrl":"https://doi.org/10.1111/medu.70040","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145054710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"GradeGPT-Generative AI for grading post-OSCE notes.","authors":"Caroline Magro, Kush Attal, Vincent Li, Olivia Schaffer, Andy Qiao","doi":"10.1111/medu.70044","DOIUrl":"https://doi.org/10.1111/medu.70044","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145033814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The tip of the iceberg: Rethinking burnout through social and organisational lenses","authors":"Megan E. Kruskie,&nbsp;Jessica N. Byram,&nbsp;Kyle A. Robertson","doi":"10.1111/medu.70034","DOIUrl":"10.1111/medu.70034","url":null,"abstract":"&lt;p&gt;In this issue of &lt;i&gt;Medical Education&lt;/i&gt;, Prentice and colleagues present the results of a systematic review and meta-analysis of burnout in postgraduate medical trainees before and after the COVID-19 pandemic while also considering specialty, gender, training level and regional differences. They primarily included studies based on the Maslach Burnout Inventory (MBI), the most frequently utilised instrument to ‘measure’ burnout.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; In this commentary, we seek to challenge conventional thinking about burnout, its conceptualisation and measurement. We argue that framing burnout in the contexts of organisational and socialisation theories may help us better understand the phenomenon.&lt;/p&gt;&lt;p&gt;Although this is a commentary, we feel it is important that readers understand the philosophical foundations from which we approach this work. There is a running controversy in the field about whether burnout is a state, a condition exacerbated by organisational demands and lack of resources, or a trait, a stable characteristic of a person that influences their behaviour across time. We contend that burnout is a state but also that individuals are active players who can impact their work environment through job crafting.&lt;/p&gt;&lt;p&gt;A chief concern when conducting meta-analyses of burnout is the heterogeneity of definitions. For example, burnout is defined by the World Health Organization as a syndrome resulting from chronic workplace stress that has not been successfully addressed. This definition has three characteristic dimensions: ‘feelings of energy depletion or exhaustion; increased mental distance from one's job, or feelings of negativism or cynicism related to one's job; and reduced professional efficacy’.&lt;span&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt; Conversely, the 11th revision of the International Classification of Diseases (ICD-11) defines burnout as an occupational phenomenon, not as a syndrome or medical condition. Considering the vast heterogeneity of experiences and the array of non-specific symptoms that are claimed as characteristic, standardising diagnostic criteria for burnout as a ‘syndrome’ is difficult, if not impossible.&lt;span&gt;&lt;sup&gt;3&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;A brief timeline of the evolution of burnout starts with Freudenberger who coined the term in the 1970s. He suggested that burnout is a highly individual phenomenon that ‘reflects the experience of symptoms of any kind, which are experienced as a result of overload’.&lt;span&gt;&lt;sup&gt;4&lt;/sup&gt;&lt;/span&gt; Despite its early description, the current study&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; approaches burnout from an epidemiological perspective that favours its syndromic interpretation. We would argue that this approach, which is consistent with a biomedical model of symptoms and disease, has the effect of pathologising the individual and their experiences as a problem to be fixed. By contrast, a phenomenological perspective, which we favour, focuses on the lived experience and meaning created by the individual and, in ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 11","pages":"1142-1144"},"PeriodicalIF":5.2,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/medu.70034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145030040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}